Single and combined effects of methylphenidate and behavior therapy on the classroom performance of children with attention-deficit hyperactivity disorder

Twenty-four boys with attention deficit-hyperactivity disorder (ADHD) participating in an intensive summer treatment program each received b.i.d. placebo and two doses of methylphenidate (MPH, 0.3 mg/kg and 0.6 mg/kg) crossed with two classroom settings: a behavior modification classroom including a token economy system, time out and daily home report card, and a regular classroom setting not using these procedures. Dependent variables included classroom observations of on-task and disruptive behavior, academic work completion and accuracy, and daily self-ratings of performance. Both MPH and behavior modification alone significantly improved children's classroom behavior, but only MPH improved children's academic productivity and accuracy. Singly, behavior therapy and 0.3 mg/kg PMH produced roughly equivalent improvements in classroom behavior. Further, the combination of behavior therapy and 0.3 mg/kg MPH resulted in maximal behavioral improvements, which were nearly identical to those obtained with 0.6 mg/kg MPH alone.The authors gratefully acknowledge the assistance of Patricia Donovan, Michelle Berry, Mary Ingram, Patricia Wells, Beth Gnagy, Karen Greenslade, Mary Hamilton, and the entire staff of the Western Psychiatric Institute and Clinic ADHD Summer Treatment Program.     

Age-dependent facilitation of taste-footshock conditioning by prior exposure to the training context

Among adult rats, gustatory stimuli are easily associated with illness, but not with external unconditioned stimuli such as footshock. Recent evidence indicates, however, that this cue-to-consequence specificity may vary ontongenetically. The present studies examined the acquisition of an aversion to a taste paired with footshock in 5- and 15-day-old rats. Consistent with previous reports, 5-day-old rats avoided the taste that preceded footshock, while 15-day-old subjects did not express an aversion to the taste paired with footshock. Exposure to the training context for either 1 or 5 h prior to conditioning disrupted taste-footshock conditioning in the 5-day-old subjects. For the 15-day-old subjects, 1 h of pre-conditioning exposure to the training context had no effect on conditioning, whereas a longer duration of preexposure promoted conditioning to the taste cue. The results suggest ontogenetic differences in stimulus selection.     

Psychological conceptions of randomness

This article presents a critique of the concept of randomness as it occurs in the psychological literature. The first section of our article outlines the significance of a concept of randomness to the process of induction; we need to distinguish random and non-random events in order to perceive lawful regularities and formulate theories concerning events in the world. Next we evaluate the psychological research that has suggested that human concepts of randomness are not normative. We argue that, because the tasks set to experimental subjects are logically problematic, observed biases may be an artifact of the experimental situation and that even if such biases do generalise they may not have pejorative implications for induction in the real world. Thirdly we investigate the statistical methodology utilised in tests for randomness and find it riddled with paradox. In a fourth section we find various branches of scientific endeavour that are stymied by the problems posed by randomness. Finally we briefly mention the social significance of randomness and conclude by arguing that such a fundamental concept merits and requires more serious considerations.     

Using interactive computing to expand intelligence testing: A critique and prospectus

Microcomputers can serve as automated testing stations for use in psychometric assessment. There are economic advantages in conducting aptitude and intelligence testing with such stations. It is possible to improve the quality of cognitive assessment by extending the range of cognitive abilities to be assessed? Two types of extension are considered; modifying and expanding testing procedures for psychological functions that are components of conventional tests, and the extension oof testing to psychological functions not generally assessed by conventional intelligence or aptitude tests. Computerized presentations will make relatively little difference in our ways of testing verbal comprehension. Computer controlled testing could well extend the ways in which we evaluate spatial-visual reasoning and memory. The impact of testing on the evaluation of reasoning is unclear. Computer-controlled item presentation makes it possible to conceive of tests of learning and attention, neither of which are evaluated in most psychometric programs today. The psychological nature of the abilities being assessed raises problems in assessment that are not addressed by the fact oof computer-control. Some research questions are identified that ought to be explored before testing is extended into these fields. Computer-controlled evaluation could be extended to the assessment of criterion performance, either in the normal working situation or in a simulation of the workplace. While evaluation of this sort does raise social questions, it clearly presents an opportunity to obtain validation data for psychological assessment studies.     

Causal internalization of academic performance as a function of self-esteem and performance satisfaction

In the present investigation, we integrated self-theories (specifically, theories of cognitive consistency and self-esteem) with attribution theory. Our intent was to clarify the effects of different levels of self-esteem and performance satisfaction on causal internalization of academic performance. Subjects were 162 university students who attributed causality for their individual performances on a midterm examination. Attributions to four internal and four external causal sources were analyzed with a 2 × 2 (Self-Concept × Performance Satisfaction) MANOVA and with follow-up univariate F ratios. Most of the findings support the predictions based on self-esteem theory; i.e., satisfaction with performance, rather than consistency of performance with self-esteem, served as the primary influence on internalization of causality, with students internalizing satisfying outcomes more than dissatisfying outcomes. Cognitive-consistency theory and B. Weiner's (1979, Journal of Educational Psychology, 71, 3–25) attribution proposal regarding maintenance of a stable self-concept also received support, as attributions to the internal and stable causal sources of ability and general effort were a function of an interaction of self-esteem and performance satisfaction. Hence, neither self-theory adequately anticipated the effects of self-esteem and performance satisfaction on causal internalization. Rather, a consolidation of theories is needed to explain the results.     

INCREASING APPOINTMENT KEEPING BY REDUCING THE CALL-APPOINTMENT INTERVAL

We examined the effect of reducing the interval between a patient's call for an appointment and the appointment itself. In Experiment 1, patients calling a family planning unit of a public health department were assigned appointments within either 1 or 3 weeks of their call. Data on patient “shows” and “no-shows” were recorded weekly for 6 weeks. Show rates for those in the 1-week appointment group were significantly higher than those in the 3-week group. In Experiment 2, patients were assigned to appointment dates either the next operating clinic day (next-day group) or 2 weeks from the call date (2-week group). Show rates for those in the next-day group were significantly better than show rates for patients in the 2-week group. Clinic productivity, time spent with patients, and consumer satisfaction were also assessed. Implications for appointment scheduling are discussed.